Information Sheet 1.3-3

Information Sheet 1.3-3: Clarifying simple verbal instructions

Simple verbal instruction

Clarifying is checking understanding of a message by asking to hear it again or asking for more information and details. In clarifying you help to spell out the communication of the speaker. This encourages both of you to consider the meaning and impact of words or actions.

Verbal instructions

Most people take the process of giving and receiving instructions for granted. It happens all day long, and it’s part and parcel of simply being at work and doing your job. But it still requires concentration from everyone involved to avoid misunderstandings and mistakes. Here are some hints for giving and receiving verbal instructions.

When you’re giving instructions

Think before you speak – work out what you want to say before you say it, and make sure you cover all of the points that are relevant.

Avoid jargon – don’t use words that the listener won’t understand.

Watch for body language signals – see if the listener looks like they understand what you’re saying.

Ask for feedback – check that the listener has understood the message the way you intended it.

When you’re receiving instructions

Listen to the whole message – don’t assume you know what the speaker is going to say before they say it.

Use positive body language – show that you’re taking in what they’re saying.

Ask questions – clarify any points you don’t understand.

Give feedback – restate in your own words what you think the speaker is saying, and check that they agree with you.

Effective listening

Effective listening is an active process. This is because listening isn’t the same thing as hearing.

For example, when you’re working in a busy or noisy area, you may hear lots of different sounds around you – but that doesn’t mean you’re listening to every one of them. In fact, it’s impossible for you to focus on all of them at once.

This is why you need to select the sounds you want to listen to. Remember, when you’re the listener, you have to concentrate on what the speaker is saying.

Asking questions

One way to check that you’ve correctly understood a message is to ask questions.

Asking questions while you’re being given instructions allows you to clarify any queries you may have.

It also shows that you have understood what you’ve been told.

Here are some examples of questions you might ask when you’re being given instructions:

I need you to sweep up the floor and clear this area for the stock to come in.

Do you want me to do it now, or after I finish packing up the tools?

This customer order has to go out today.

What time does it need to be ready by?

I want you to get all these components ready for installation.

Which ones do you want me to do first?

These questions might sound simple, but in each case they help you both to clarify the instruction, and allow you to work together to expand on the information being communicated.

Open and closed questions

Some questions only require a simple one-word answer, such as ‘yes’ or ‘no’.

These are called closed questions, because the person doing the asking controls the conversation.

Examples of closed questions are:

Is this the wall that needs to be re-measured?

What time is it?
Other questions are designed to let the other person give advice, or say what they think about a topic.

These are called open questions, because the answer is open-ended. Examples are:

What’s the best way to spread the adhesive?

How are we going to get the cabinet down these stairs?

Open and closed questions are both very useful in a conversation.

If you only want a quick yes or no, closed questions are best.

But if you’re looking for help, or need more information on an issue, open questions will encourage the other person to give you a much fuller answer, and allow the conversation to flow on.

Repeating details

Repeating the details in your own words often helps you to understand an instruction better, particularly if the task you’ve been asked to carry out is complicated, or you haven’t done it before on your own.

OK, I’ll take these fittings over to Bill and tell him the three-hole brackets go on the underside and the four-hole brackets fit flush against the wall.

This helps you to reinforce the steps in your own mind while you’re still both together, so that you’ve each got one last opportunity to pick up on any misunderstandings before you set off to do the task.

Watch this video:

Sentence segmentation diagram

A sentence diagram is a visual tool to help understand sentence structure, which reorganizes a sentence’s words along interconnecting lines in order to demonstrate each word’s function.

What is a sentence diagram?

A sentence diagram is a visual organization system that you can use to see how the parts of speech like nouns, verbs, prepositions, and articles work together and relate to each other in any given sentence.

We’ll explain everything you need to know below so that you, too, can understand sentence diagrams. Knowing how to identify what roles each word plays in a sentence based on their function and placement is an excellent practice for both improving your English writing and learning how to write better sentences.

Sentence diagramming uses a fixed set of rules and a standardized “code” of line types (e.g., diagonal lines, dotted lines, etc.) so that anyone who knows how to diagram a sentence can read other people’s sentence diagrams. The most commonly used method is known as the Reed–Kellogg system, which is what we discuss here.

What grammatical components you should be able to identify before diagramming?

Before we get down to actually diagramming sentences, let’s review the technical elements that sentences are composed of: parts of speech and sentence constituents. Sentence diagramming deals heavily with the functions of words, and you need to identify each word or phrase’s role so you know where to put it on your sentence diagram.

You might recognize some of these are parts of speech like articles and conjunctions, but others are concepts that describe the constituents of a sentence like predicates or subordinate clauses. Constituents can be a single word or a collection of words that form a single function.

Subject noun or noun form: The subject is the doer of the action in a sentence.
Predicate verb: The predicate specifies the complete action of the sentence, and at its center is the predicate verb.
Direct object: The direct object is the noun that receives the action.
Indirect object: The indirect object is the noun that receives the direct object.
Preposition: Prepositions such as in, at, to, or behind show relationships like direction, time, location, and space.
Modifier: Modifiers, like adjectives and adverbs, add more description to nouns, verbs, or other modifiers. Possessive nouns like my, your, or Mom’s act as adjectives, so they’re also considered modifiers.
Article: Articles are also a kind of modifier, and they define a noun as either specific (the) or unspecific (a, an).
Appositive: An appositive is a noun or noun phrase and is a special kind of modifying component. Appositives further identify or even rename another noun for descriptive purposes.
Conjunction: Conjunctions like and, but, and or join words or phrases together.
Subordinate clauses: Subordinate clauses contain a subject and a predicate but need to join an independent clause to form a complete sentence. These can include both noun clauses and infinitive clauses.
Gerund: Gerunds are verbs that act as nouns, using the participle or –ing form.

How to diagram a sentence in 5 steps, with examples

To show you how to diagram a sentence, let’s start with simple sentences and work up to more advanced constructions. For this section, we’ll use the example sentence:

The dog brought me his old ball in the morning.

1. Diagram the subject noun and main predicate verb first

The subject and main verb are the core of all sentence diagrams, so start there. Begin by drawing a long horizontal line (the “base line”) below the sentence and then draw a short vertical line down the middle of the horizontal one. The subject noun, dog, goes on the left side and the verb, brought, goes on the right side.

Auxiliary verbs that are necessary to form different tenses (like have or will) are written together with the main verb. This also includes modal verbs like might or can.

2. Add the direct object

The direct object, ball, goes on the base line after the verb. The verb and the direct object are separated by another vertical line that sits on top of the base line and does not pass through it.

3. Then add the indirect objects

Indirect objects (in this example: me) go on a small horizontal line under the verb, connected by a diagonal line.

4. Put the prepositions in place

For a prepositional phrase like in the morning, draw a small horizontal line under the word it modifies and connect it with a diagonal line. In this case, in the morning refers to the time that the action took place, so the horizontal line would go under the verb brought. Then write the preposition (in) on the diagonal line and the preposition’s object (morning) on the horizontal line.

Placing prepositional phrases correctly on the diagram can be tricky because prepositional phrases don’t always go next to the words they modify. This is especially true with sentence starters. For example, let’s say you were diagramming this sentence:

In the morning, the dog brought me his old ball.

Even though it is right next to the subject, the dog, the prepositional phrase in the morning would still go under the verb brought because it describes when the action happened.

5. Finally, add the modifiers and articles

Place modifiers and articles on diagonal lines beneath the words they describe.

Advanced rules for diagramming sentences and examples

Once you can handle the basics, it’s time to move on to more advanced sentence diagramming. There are dozens of complex constructions in English grammar. Here are a few with their own particular method when it comes to diagramming sentences.

How to diagram a sentence with linking verbs

Linking verbs like be, seem, and become have special rules for sentence diagrams when they’re followed by a predicate adjective or predicate noun, which describe the subject. Write the verb normally and then write the predicate adjective/noun after it on the same base line. Then, separate the verb and predicate adjective/noun with a vertical line slanted to the left. Just like with direct objects, the line does not intersect the base line.

She seems happier after the breakup.

How to diagram a sentence with noun clauses, noun phrases, and infinitive phrases

Noun clauses, noun phrases, and infinitive phrases are distinct ideas nested within another sentence and are diagrammed as extensions from the main diagram base line. To do this, you will use “pedestals”—long vertical lines with triangular bases—to connect it to the main diagram. Put pedestals directly on the base line where a single noun would go; then draw a horizontal line on top of the pedestal. On the new horizontal line, you can diagram the noun clause or phrase just like a separate sentence.

I bet it will rain in the evening.

How to diagram a sentence with conjunctions

Conjunctions are tricky in sentence diagramming because the method is different depending on how they’re used. Let’s look at some sentence diagram examples for the different uses of conjunctions.

Compound subjects

For compound subjects, separate the subject line into two or more horizontal lines and use conjoined diagonal lines to connect them to the base line where the main predicate verb sits. Write each subject on one of the horizontal lines, with their respective modifiers below each. At the point where the diagonal lines start, draw a vertical dotted line and write the conjunction sideways on the line.

For correlative conjunctions like both . . . and or neither . . . nor, write both conjunctions sideways on the dotted line, one on each side. Both the teachers and the students wanted a half day.

Compound predicates

Compound predicates use a mirrored version of the construction for compound subjects. You’ll likely need to make the horizontal lines longer to fit more words.

The cat woke from its nap and went to its food bowl.

Compound sentences

If you’re diagramming a compound sentence with two independent clauses, diagram each clause individually and then connect their verbs with a dotted line that looks like a step. On the horizontal part of the dotted line, write the conjunction.

English is a good language, but Spanish is easier.

Multiple nouns

If a conjunction connects two or more nouns that aren’t the subject, diagram the nouns on separate lines stacked like a list and draw a dotted vertical line between them. Write the conjunction sideways on the dotted line.

Nothing scares me except snakes, darkness, and bugs.

Multiple modifiers

For multiple modifiers, write each adjective or adverb separately on diagonal lines under the word they modify. Then, draw a dotted horizontal line between them near the top and write the conjunction on that line.

The turtle ran slowly and steadily.

How to diagram a sentence with subordinate clauses

Similar to compound sentences, start by diagramming each clause individually, with the independent clause on top. Then, connect the clauses with a diagonal dotted line between the verbs and write the conjunction on that line.

If you do not vote, you should not complain.

How to diagram a sentence with gerunds

Gerunds are written on a stepped line.

My favorite activity is sleeping

How to diagram an imperative sentence with no subject

Imperative sentences, or commands, generally don’t have written subjects because it’s assumed the subject is whomever the speaker is talking to. When making a sentence diagram for an imperative sentence, simply put “(you)” in the subject place.

Give me your money!

How to diagram a sentence with appositives

Appositives have their own special diagramming rules that can seem confusing. When diagramming, it’s useful to remember that appositives are a form of renaming—because of this function, the noun of the appositive is written in parentheses on the same line as the noun it describes or modifies. Modifiers of the nouns are on diagonal lines below, extending from whichever noun they modify.

A human-made waterway, the Panama Canal connects the Atlantic and Pacific Oceans.

Purchasing needs items

How to Go Shopping in English

When we go abroad to a country where a different language is spoken, there’s that little a bit of fun going shopping, of trying to make ourselves understood whether it is for the piece of local jeweler that has caught our eye, or as we look in the supermarket for the sugar.

Types of Shops in English

Other words that can be used for ‘shop’: store, superstore, outlet, retail outlet, retail park (a collection of large shops, usually away from a town center).

Bakers – a shop selling bread and cakes.
Boutique – A shop selling fashionable items, usually clothes.
Butchers – a shop selling meat.
Cash and Carry – A shop like a supermarket, where items are cheaper, although the range will be less. You normally have to become a ‘member’ to use a cash and carry.
Charity Shop – A shop selling usually second-hand goods (ones that have been owned before) such as clothes, books, ornaments and toys, where the money raised goes to charity.
Chemist – a shop selling medicines and toiletries (such as soap and shampoo).
Corner shop – a small, local shop, that sells food and often a range of other useful goods.
Dairy – a shop selling milk products.
Deli – a shop that sells foods, often from other countries, that are often not found in supermarkets.
Department Store – A large shop, usually in a town or city center, selling a wide range of goods, from electrical to clothing to toys.
Drycleaners – a shop to clean suits, dresses and items you cannot wash at home.
Grocers – a shop, usually small, selling food and household goods.
Greengrocers – a small shop selling fresh fruit and vegetables.
Hardware Shop – A shop selling goods we use in the home, such as washing up bowls, hammers and nails and often cleaning products.
Newsagents – A shop selling newspapers, cards and stationery goods such as pens and pencils.
Off License – A small store selling alcohol and soft drinks.
Supermarket – A large shop selling a wide range of goods. Mostly foodstuff and household goods; many larger stores also sell clothes and electrical goods.

How to ask for something in English, and the replies you might receive

There is a traditional way to do this in Britain. In large shops, assistants will usually wear some kind of uniform.

Approach an assistant:

Excuse me, do you sell (washing up liquid)? or Excuse me, I am looking for (washing up liquid).

If the shop is large, such as a supermarket, and they do sell it, these are some of the words you may hear in response:

Aisle (pronounced ‘I-yull) – This is one of the long lines of shelving on which items are stacked. (Example: ‘It’s in Aisle 12.’).
Counter – The long shelf on which the till is based.
Department – a part of a larger shop which sells items of a particular kind, such as the television department.
Display – A collection of items shown in a way to make you want to buy them, such as a plastic model of a human (called a mannequin) wearing a suit, shirt and tie so that you can see what they look like when worn.
Window Display – A display in a window of a shop.

Phrases an Assistant or Sales Person Might Use

If you are browsing (looking at the goods in a shop) an assistant might approach you.

“Can I help you?” or “Are you looking for something in particular?” are the sort of phrases they will use. They are hoping to start a conversation that will lead to a sale.

If you would like help, then the sort of responses you can give are:

“Yes please, I am looking for…” or “Yes please, how much are…?” (if you wish to know the cost of an item).

If you do not want their help, then a polite way of sending them away is to say:

“I’m fine thanks, just browsing.” Some sales people find it hard to give up a chance of a sale.

Another phrase that can be used to send them away is:

“I’m only looking today.”

Conversation Endings

In most smaller shops, the shopkeeper will often make conversation as they deal with your purchase. Often, this will be about the goods you are buying.

We sell a lot of these.
A good choice.
Is this a present for someone?

This is called ‘small talk’ and is not usually that important. A smile and a nod are good responses to small talk.

Once your purchases are complete, there are a number of questions that you may be asked.

“Would you like a bag?” – Usually, a charge of five to ten pence (depending on the bag size) is made for this.
“Would you like a receipt?” – Unless it is just for a bar of chocolate or cup of coffee, it is best to take a receipt in case there is a problem with your purchases. The receipt (reeseet) is the piece of paper that comes with the purchase. See below for more details on this.

Most conversation endings, though, are just made up of a polite remark.

Take care.
Hope you have a good day.
See you later. (Which doesn’t necessarily mean that they will)
Thanks, Thank you or Goodbye.

Describing likes and dislikes

Expressing likes and dislikes is a fundamental aspect of everyday conversation in English.

It helps in sharing your preferences, opinions, and interests with others.

For non-native speakers, understanding how to convey these feelings can be essential for engaging conversations.

Let’s explore simple and effective ways to express likes and dislikes in English, accompanied by a short story for better understanding.

1. Use Simple Verbs to Express Likes

Example: Use ‘like’, ‘love’, ‘enjoy’, or ‘prefer’ for positive feelings.
Dialogue: “I really love listening to jazz music.”

2. Express Dislikes Clearly

Example: Use ‘dislike’, ‘don’t like’, or ‘hate’ for negative feelings.
Dialogue: “I don’t like cold weather much.”

3. Be Specific About Your Preferences

Example: Mention specific reasons for your likes or dislikes.
Dialogue: “I enjoy hiking because it’s both relaxing and good exercise.”

4. Use Modifiers for Strength of Feeling

Example: Add words like ‘really’, ‘quite’, ‘a lot’, or ‘not very much’ to modify the strength of your feelings.
Dialogue: “I’m quite fond of Italian cuisine.”

5. Include Comparative Expressions

Example: Compare your likes and dislikes with others or with different situations.
Dialogue: “I prefer tea over coffee in the mornings.”

6. Talk About Past Experiences

Example: Share past experiences that relate to your preferences.
Dialogue: “I’ve always loved the beach since I was a child.”

7. Practice Through Role-Playing

Example: Engage in mock conversations to practice expressing likes and dislikes.
Dialogue: “Let’s role-play a scenario where we discuss our favorite movies.”

8. Learn Related Vocabulary

Example: Expand your vocabulary with words related to hobbies, interests, food, weather, etc.
Dialogue: “I learned words like ‘thrilling’ and ‘bland’ to describe different movies and foods.”

Arranging transport services

Sample Script:

Travel Agent: Freedom Travel. How may I help you?

Caller: Yes, I’d like to make a flight reservation for the twenty-third of this month.

Travel Agent: Okay. What is your destination?

Caller: Well. I’m flying to Helsinki, Finland.

Travel Agent: Okay. Let me check what flights are available. [Okay] And when will you be returning?

Caller: Uh, well, I’d like to catch a return flight on the twenty-ninth. Oh, and I’d like the cheapest flight available.

Travel Agent: Okay. Let me see. Hmm, hmm . . .

Caller: Yeah?

Travel Agent: Well, the price for the flight is almost double the price you would pay if you leave the day before.

Caller: Whoo. Let’s go with the cheaper flight. By the way, how much is it?

Travel Agent: It’s only $980.

Caller: Alright. Well, let’s go with that.

Travel Agent: Okay. That’s flight 1070 from Salt Lake City to New York, Kennedy Airport, transferring to flight 90 from Kennedy to Helsinki.

Caller: And what are the departure and arrival times for each of those flights?

Travel Agent: It leaves Salt Lake City at 10:00 AM, arriving in New York at 4:35 PM, then transferring to flight 90 at 5:55 PM, and arriving in Helsinki at 8:30 AM the next day.

Caller: Alright. And, uh, I’d like to request a vegetarian meal.

Travel Agent: Sure, no problem. And could I have your name please?

Vocabulary and Sample Sentences

destination (noun): the place a trip ends
– We’ll reach our destination by 3:00 PM.
available (adjective): not busy, ready for use
Are there any seats available on the next train?
catch (verb): get
– You can catch a taxi outside of the hotel lobby.
go with (phrasal verb): choose something
– I think I’ll go with the budget tour to Hawaii on this trip.
transfer (verb): change to a different transportation line
– You’ll need to transfer to a city bus when you arrive at the train station.
departure (noun): the act of leaving
– Passengers should check in two hours before their departure time.
vegetarian(noun): one who eats little or no meat, fish, or animal products
– Although Charles considers himself a vegetarian, he sometimes eats chicken.

References:
https://www.flooringtech.com.au/unit14_communication/section1_communicating_with_others/lesson2_verbal_instructions.htm#:~:text=Asking%20questions,any%20queries%20you%20may%20have
https://www.grammarly.com/blog/sentence-diagramming/#:~:text=A%20sentence%20diagram%20is%20a%20visual%20tool%20to%20help%20understand,to%20demonstrate%20each%20word’s%20function
https://englishlive.ef.com/en/blog/english-in-the-real-world/english-in-the-shops/
https://medium.com/app-to-learn-english/how-do-i-talk-about-my-likes-and-dislikes-in-english-938f6187c6b9
https://www.esl-lab.com/difficult/travel-arrangements-script/